Gandhi (1982) - IMDb IMDb There was an error trying to load your rating for this title. Some parts of this page won't work property. Please reload or try later. X Beta I'm Watching This! Keep track of everything you watch; tell your friends. Error From $2.99 (SD) on Amazon Video ON DISC Gandhi's character is fully explained as a man of nonviolence. Through his patience, he is able to drive the British out of the subcontinent. And the stubborn nature of Jinnah and his commitment towards Pakistan is portrayed. Director: a list of 42 titles created 20 Aug 2012 a list of 49 titles created 21 Sep 2013 a list of 26 titles created 14 Nov 2013 a list of 40 titles created 20 Mar 2014 a list of 45 titles created 28 May 2014 Search for " Gandhi " on Amazon.com Connect with IMDb Want to share IMDb's rating on your own site? Use the HTML below. You must be a registered user to use the IMDb rating plugin. Won 8 Oscars.

Another 27 wins & 20 nominations. See more awards » Videos The incredible story of Wolfgang Amadeus Mozart , told by his peer and secret rival Antonio Salieri - now confined to an insane asylum. Director: Milos Forman Paul Rusesabagina was a hotel manager who housed over a thousand Tutsi refugees during their struggle against the Hutu militia in Rwanda. Director: Terry George Two British track athletes, one a determined Jew and the other a devout Christian, compete in the 1924 Olympics. Director: Hugh Hudson The story of the final Emperor of China. Director: Bernardo Bertolucci A young recruit in Vietnam faces a moral crisis when confronted with the horrors of war and the duality of man. Director: Oliver Stone The story of T.E. Lawrence , the English officer who successfully united and led the diverse, often warring, Arab tribes during World War I in order to fight the Turks. Director: David Lean Selfish yuppie Charlie Babbitt's father left a fortune to his savant brother Raymond and a pittance to Charlie; they travel cross-country.

Director: Barry Levinson Directors: Victor Fleming, George Cukor, and 1 more credit » Stars: Clark Gable, Vivien Leigh, Thomas Mitchell An in-depth examination of the ways in which the U.S. Vietnam War impacts and disrupts the lives of people in a small industrial town in Pennsylvania. Director: Michael Cimino When a Jewish prince is betrayed and sent into slavery by a Roman friend, he regains his freedom and comes back for revenge. Director: William Wyler Rocky Balboa, a small-time boxer, gets a supremely rare chance to fight heavy-weight champion Apollo Creed in a bout in which he strives to go the distance for his self-respect. Director: John G. Avildsen Lt. John Dunbar, exiled to a remote western Civil War outpost, befriends wolves and Indians, making him an intolerable aberration in the military. Director: Kevin Costner Edit Storyline In 1893, Gandhi is thrown off a South African train for being an Indian and traveling in a first class compartment. Gandhi realizes that the laws are biased against Indians and decides to start a non-violent protest campaign for the rights of all Indians in South Africa.

After numerous arrests and the unwanted attention of the world, the government finally relents by recognizing rights for Indians, though not for the native blacks of South Africa. After this victory, Gandhi is invited back to India, where he is now considered something of a national hero. He is urged to take up the fight for India's independence from the British Empire. Gandhi agrees, and mounts a non-violent non-cooperation campaign of unprecedented scale, coordinating millions of Indians nationwide. There are some setbacks, such as violence against the protesters and Gandhi's occasional imprisonment. Nevertheless, the campaign generates great attention, and Britain faces intense public pressure. Too weak from World ... Written by gavin (gunmasterM@hotmail.com) His Triumph Changed The World Forever. See more » Genres: 25 February 1983 (USA) See more » Also Known As: Richard Attenborough's Film: Gandhi See more » Filming Locations: Dolby (35 mm prints) (as Dolby Stereo: in selected threatres)| 70 mm 6-Track (70 mm prints) Color: Did You Know?

Trivia Ben Kingsley prepared for his role by studying newsreel footage of Gandhi, reading books on and by the man, dieting, losing weight, practicing Yoga and learning to spin thread just as Gandhi did. See more » Goofs In the movie, The South African police were shown both arresting and beating Gandhi for burning passes during his protest of the Pass Law. Although Mohandas K. Gandhi and his fellow protesters were arrested for burning the passes, in reality neither Gandhi or any of the protesters were ever beaten by the police during the protest. See more » Quotes See more » Crazy Credits Opening credits prologue: No man's life can be encompassed in one telling. There is no way to give each year its allotted weight, to include each event, each person who helped to shape a lifetime. What can be done is to be faithful in spirit to the record and try to find one's way to the heart of the man....

NEW DELHI INDIA 30th JANUARY 1948 See more » Connections A true epic, in every sense of the word 15 September 2003 | by quixoboy (Ottawa, Ontario) – See all my reviews Very, VERY few films have had the distinct ability to move and inspire me to the point where the effect is almost life-altering. "Gandhi" - the unbelievable, first-rate biopic on the historical figure - is truly one of those films, no question whatsoever. An unsurprising sweep for the 1983 Academy Awards, this is without a doubt one of the last real "epic" motion pictures ever. Chronicling the rich, unforgettable life of a one Mohandas K. "Mahatma" Gandhi - played to shocking perfection by the wonderful Sir Ben Kingsley - this is a film that I can say really, deeply affected me with its power, its scale, and of course, its timeless message of love and non-violence. As a matter of fact, ever since I first saw the film, and became much more aware of the back story, I can also say that Gandhi is now one of my biggest role models in life.

I cannot fully express how much this great man's way of thinking - his words, his struggles, his accomplishments - has affected my own, for I am now a practicing pacifist. I am a firm believer in the value of non-violent protest, and have tried my best to apply that philosophy to most situations in my life. It has worked wonders for me, and has really changed how I view the world in terms of human nature and so forth. Like I said, VERY few films can do something like that to me. 147 of 184 people found this review helpful. Was this review helpful to you? Yes Eye on Gandhi - Nobel Peace Center Nobel Peace Center Photo: Henri Cartier-Bresson / Magnum Photos Photo: Margaret Bourke-White / Time Life Pictures / Getty Images / GandhiServe Photo: JamesOtis / GandhiServe Photo: N. R.

Pathak / Vithalbhai Jhaveri / Gandhi Serve Photo: Illustration: Gallerija 12 Photo: Sara Johannessen / Nobel Peace Center Photo: Sara Johannessen / Nobel Peace Center Photo: Sara Johannessen / Nobel Peace Center Photo: Sara Johannessen / Nobel Peace Center Photo: Sara Johannessen / Nobel Peace Center Eye on Gandhi 21 Sept 2012–17 Feb 2013 Mahatma Gandhi is the world’s most familiar symbol of peace. His philosophy of nonviolence has inspired many people. Yet he was never awarded the Nobel Peace Prize . First they ignore you, then they laugh at you, then they fight you, then you win. Mahatma Gandhi Eye on Gandhi tells the story of why he did not get the Peace Prize. Gandhi was nominated many times, and might have won the prize in 1948 had he not been murdered. The nominations of Gandhi from the Nobel Committee archive are now displayed for the first time in an exhibition. The film «Gandhi – The missing laureate» is made for the exhibition. Narrator is Sir Ben Kingsley, who played Gandhi in the movie by the same name.

Director is Faye Gilbert from Blakeway production. Legendary documentary photographer Henri Cartier-Bresson was one of the last persons to meet Gandhi while he was alive. It was a very special meeting. Cartier-Bresson spoke with Gandhi only an hour before he was shot and killed, on 30 January 1948, and his photos are the last that were taken of Gandhi. When the news broke of Gandhi’s death, Cartier-Bresson continued taking pictures, and his photos of India in mourning, and of Prime Minister Nehru announcing Gandhi’s death, were shown around the world. Cartier-Bresson’s photo series – In India – is a poetic and dramatic documentary on Gandhi’s final hours, and about the country and people for whom he became the founding father. Photography is at one and the same time the recognition of a fact in a fraction of a second and the rigorous arrangement of the forms visually perceived which give the fact expression and significance. Henri Cartier-Bresson Gandhi is still a role model for many people. Come and join a peace march inspired by Gandhi’s Salt March, sit on Gandhi’s beach and see his “magical” typewriter.

Experience Gandhi from A to Z and be inspired by the “little big man”. The exhibition was initiated and produced by the Nobel Peace Center in collaboration with Magnum Photos , Fondation Henri Cartier-Bresson and Cristina Carrillo de Albornoz Fisac. What makes you happy? Tag your Instagram photo with #Gandhiness and become part of the exhibition “Eye on Gandhi”. More information about the campaign (in Norwegian) here : See the program for the exhibition opening that took place Friday 21 September and Saturday 22 September . Photo: Vithalbhai Jhaveri / GandhiServe This photograph of Gandhi and his son Devadas is taken at Juhu Beach in Bombay, India in 1944. In the exhibition, we have filmed Juhu Beach today, so you can sit down and enjoy the very same view that Gandhi cherished so much. The Juhu Beach installation is made in close collaboration with our main sponsor Telenor Group, Uninor.

In this film you can hear Magnum Photos’ Exhibition Manager Andrea Holzherr talk about Henri Cartier-Bresson’s meeting with Gandhi, and about what charachterizes Cartier-Bresson’s photographs: Get to know Henri Cartier-Bresson better in this clip from a 2001 documentary: Co-curator Cristina Carrillo de Albornoz Fisac talks in this film about the part of Eye on Gandhi called the ABC of Gandhi, and discusses some of the historical incidences the public can learn more about in the exhibition: Gandhi is an inspiration to people around the world, and one of his best known supporters was Nobel Peace Prize laureate Martin Luther King Jr. In the short clip below, King talks about how he got to learn about Gandhi’s philosophy of non-violence: Watch Gandhi – The Missing Laureate: The people at Back , a contractor to the exhibition, have created this video of the installations in the exhibition: The New York Times: Best Pictures Ben Kingsley�s Journey From Hamlet to Gandhi By LESLIE BENNETTS Two years ago, Ben Kingsley, an actor with the Royal Shakespeare Company, was playing Mr.

Squeers in the original London production of ''Nicholas Nickleby.'' ''It was killingly hard work and burned up a lot of an actor's brain cells,'' Mr. Kingsley recalled. ''So my wife started putting books in front of me in order to relax me and ease my blasted mind. One of the books was a biography of Gandhi.'' Six days later, deeply immersed in the life of the Indian leader Mohandas K. Gandhi, Mr. Kingsley received a call from Sir Richard Attenborough, the actor and director, who had been trying for almost 20 years to start a movie about Gandhi. For nearly that long, Mr. Attenborough had also been searching for the right actor to play Gandhi, with little success. Would Mr. Kingsley be interested and available for a screen test? He was indeed. ''And from the moment Ben came on the screen, he was absolutely mesmeric,'' reported Mr. Attenborough, who produced and directed the film. ''There was no question he was the one.'' Although Mr.

Kingsley has been acclaimed in Britain for roles ranging from Hamlet to the title part in Brecht's ''Baal,'' the 38-year-old actor is little known in the United States. That should change with ''Gandhi,'' which opened last week at the Ziegfeld Theater in New York. An immense 3-hour 20-minute epic biography, the film traces the life of Gandhi from his arrival in South Africa as a young lawyer in 1893, through his crucial role in the birth of modern India, to his assassination in 1948 at the age of 79. The cast also includes Sir John Gielgud, Candice Bergen, Martin Sheen, Athol Fugard, Trevor Howard, John Mills and the Indian stage actress Rohini Hattangadhi as Gandhi's wife, among scores of others. Provides the Magnetic Center But it is Mr. Kingsley who provides the magnetic center. Mr. Attenborough's search for the perfect Gandhi was long and frustrating, but when he finally found Mr. Kingsley, his choice seemed eerily appropriate. Although born and raised in England, Mr.

Kingsley is half Indian: his mother was an English model and his father, a physician, was Indian. Mr. Kingsley's family has not lived in India for three generations: his paternal grandfather, a spice trader, left India to settle in Zanzibar, where Mr. Kingsley's father lived until going to England at the age of 14. Despite what Mr. Kingsley calls ''a thoroughly English upbringing'' in Manchester, he was born Krishna Bhanji (he changed his name as a young man beginning his theatrical career) and bears a striking physical resemblance to Gandhi. When he began to research the life of Gandhi, Mr. Kingsley learned that his own family had even come from the same village as the Indian leader. ''There are certain historical figures and moments that I have personally always found overwhelming,'' said Mr. Kingsley. ''Martin Luther King Jr.'s famous speech, for example, and old newsreel films of Gandhi. That kind of documentary evidence feeds me as an actor, and I have always collected them. Gandhi was one of my source figures: a prototype human being.

He was an utterly remarkable man, in his intellect, his energy and his integrity - a combination that was constantly apparent.'' 'An Awesome Responsibility' But the prospect of actually recreating Gandhi on film was daunting. ''My reaction was similar to my reaction when I got the part of Hamlet,'' said Mr. Kingsley. ''It's an awesome responsibility, and the weight of it sort of lands between your shoulder blades and bends you.'' He prepared for the role ''methodically and scientifically,'' he said, reading biographies, screening newsreel footage and poring over ''every photograph I could get my hands on.'' He continued: ''All you can do is just look at them and hope something goes in'' - Mr. Kingsley tapped his head -''that when the time comes will govern how you place yourself and use your body. Of course, the more you learn the more you realize how impossible the task seems.'' In his quest for authenticity, Mr. Kingsley not only shaved his head and lost 20 pounds on Gandhi's vegetarian diet, but he also studied yoga, began to meditate and learned to spin cotton thread on a wooden wheel, as Gandhi had done while holding conversations. For Mr.

Kingsley, such training is the catalyst for an alchemy even he does not understand. ''When I have totally immersed myself in the mechanical, logical preparation of a part, if I and my craft are totally bonded and fully exploited, something else in me is awakened and begins to inform my work,'' he explained. ''The preparation is entirely systematic, practical and scientific, but when I play the role, whether it is Hamlet or Gandhi, some other kind of information comes to the forefront, a certain energy is released. There is some essence in me that adheres itself to the work. I can't tell you what it is - I can't tell you what the heart of my mystery is - because I don't know; all I know is that it is the product of extremely hard work.'' Thought He'd Be a Doctor Mr. Kingsley discovered his gifts as an actor rather late; he grew up expecting to become a doctor, like his father.

But by the time he graduated from high school, he said, ''I had realized medicine was not right for me, and had to radically rethink what to do with my energies.'' Aimless, he joined an amateur dramatic society, found that he was ''transported'' by the thrill of audience response and went on to a job with a children's theater company in London. His progress was swift: after brief stints with two other repertory companies, Mr. Kingsley joined the Royal Shakespeare Company in 1967. He spent several seasons working there full-time, culminating in the role of Demetrius in Peter Brook's production of ''A Midsummer Night's Dream.'' Mr. Kingsley then left the company to do a wide range of other work, including several plays by Athol Fugard, the South African writer, who appears as General Smuts in ''Gandhi.'' Mr.

Kingsley appeared in ''Hello and Goodbye,'' ''Statements After an Arrest Under the Immorality Act'' and, with Paul Scofield, in ''Dimetos.'' He has also appeared at the National Theater as Mosca in ''Volpone,'' Sparkish in ''The Country Wife'' and Trofimov in ''The Cherry Orchard.'' Mr. Kingsley is now an associate artist of the Royal Shakespeare Company. ''That means I have an emotional and artistic link but can do other things,'' he said. And he returns to the fold from time to time for various projects. 'Hamlet' a 'Turning Point' Playing Hamlet with the company in 1975 was ''probably the most important move I've ever made in my life,'' he said. ''That was a turning point in my approach to my work and my career.'' And it was in ''Hamlet'' that Richard Attenborough first saw Mr. Kingsley, whose work had been called to his attention by Mr. Attenborough's son, Michael, who is also a director. Of his six months in India filming ''Gandhi,'' Mr.

Kingsley says, ''I've never been happier in my life, in terms of exercising my craft on something I utterly believed in.'' Mr. Attenborough and Mr. Kingsley both hope that the film will, among other things, revive and clarify Gandhi's image. ''Either he's become deified and mystified - which is very sad, because he has a lot to say to us in terms of political ideas - or people don't seem to know about him at all,'' the actor remarked. After finishing the film, Mr. Kingsley went home to be directed by his wife, Alison Sutcliffe, in a one-man play about Edmund Kean at the Harrogate Studio Theater in Yorkshire. When the Kingsleys had their first child last summer, they ''named him Edmund, after Edmund Kean,'' Mr. Kingsley added. In Harold Pinter Film His most recent project was the film version of ''Betrayal,'' Harold Pinter's play about infidelity, in which Mr. Kingsley co-stars as the husband with Patricia Hodge as his wife and Jeremy Irons as his best friend. Mr. Kingsley recognizes that such exposure may have a marked impact on his career.

''I'll be a lot better known after 'Gandhi,' I suppose,'' he mused. ''It's possible that work will now be offered to me outside of the National Theater, the R.S.C. and a few English directors, as in the past. I do want to do more films and work with certain directors I've always admired.'' Whatever his arena, however, Mr. Kingsley seems at peace with his choice of life's work. ''I think I've recognized my function,'' he said softly. ''Until one recognizes one's function, one is denied an essential ingredient in life. A lot of people are not given an opportunity to recognize their functions; their choices can be too limited. But I'm a storyteller. I recognize the need to tell people stories, to engage them on a particular level. I therefore need and thrive on the level of compressed association with my fellow human beings that only the theatrical event can bring. With essential truth in mind, it doesn't really matter what the story is.'' Ben Kingsley stars in the title role of "Gandhi," Richard Attenborough's panoramic portrait of the Indian leader.

(Columbia Pictures) � 98.03.05: Mohandas Gandhi: The Art of Nonviolence -Martin Luther King, 1953 This curriculum unit is entitled, �Mohandas Gandhi: The Art of Nonviolence,� and will be taught to tenth-graders at Cooperative Arts and Humanities High School as part of the World History curriculum. I plan to make extensive use of the Academy-Award winning film, �Gandhi,� starring Ben Kingsley in the title role. Additional readings come from my textbook, World Cultures, chapter nine; supplemental readings and activity sheets will be provided by the teacher. Students will learn to use Yale professor Dr. Jules Prown�s method of object analysis to help them improve their observation and deductive reasoning skills. In addition, this unit will emphasize student reading and writing, artistic and verbal skills. This unit will be useful to World History teachers at a middle or high school level who have an interest in presenting lessons that deal with issues of personal integrity, courage, perseverance and personal decision-making. This unit on Gandhi is intended to challenge teachers and students alike to become more aware of the suffering and rewards of a life lived for the benefit of others.

________________ Gandhi in India Gandhi�s successes in South Africa had not been unnoticed in his native India. He landed in Bombay in January 1915 at the age of forty-five to a hero�s welcome. Shortly afterwards he met with a number of influential Indian political figures, among them Sardar Patel, Annie Besant and Mohamed Ali Jinnah. What course of action should Gandhi take? Gandhi was persuaded by his very old friend and mentor, Professor Gokhale, to tour India for a year before giving any public speeches or making any commitments. For twelve months Gandhi traveled the land by train and by foot. The film viewer observes the beautiful Indian countryside, with its people, most of whom live at a subsistence level. We also see results of several violent acts by insurgent Indian nationalists to call attention to despotic British rule. The first major campaign Gandhi became involved with was the result of an elderly starving peasant�s plea for his help in alleviating the suffering inflicted on tenant farmers by British landlords in his native province of Champaran. The British jailed Gandhi in an attempt to stop the people�s protests.

When this action proved counterproductive, a frustrated British magistrate, under pressure from dangerous mobs and his own government, released Gandhi after he refused to post bail. After several years of courtroom drama and presentation of a voluminous amount of legal evidence collected by Gandhi and his young associates, he won a sizable victory against the British landlords. They were required to pay rent rebates to the peasants who were then allowed to grow crops of their own choice. Gandhi emerged as a nationally prominent figure. In a moving scene in the cells below the Motihar courthouse where he awaited trial, Gandhi told his Episcopal friend Charlie that their partnership must end. He explained to the priest that he had to be sure and the people had to be sure that the movement�s accomplishments could be made by Indians alone. Sadly, he and Charlie, his loyal friend of nearly twenty years, parted company. In a speech at the first National Congress Conference in 1917, Gandhi stunned his audience when he boldly declared that the politicians had better get in touch with the �true India,� the peasants, if they were to have any hope of leading India to independence. He said later that the people�s victory against the British was a mathematical certainty.

�100,000 English cannot control 35 million Indians who choose to disobey.� Two years later, in April 1919, after the British proposed new laws which would deny Indians basic civil liberties, Gandhi demonstrated this power of disobedience by calling for a �national day of prayer and fasting� which had the effect of a national strike. He understood the power of right and the power of non-cooperation, and used them successfully for the first time. The British responded by jailing Gandhi, a technique that they would employ over and over with little effect, other than to increase Gandhi�s popularity and influence. ____ The eventual demise of British rule in India was played out in the brutal massacre at Amritsar in northwest India, just a few days after the successful national strike virtually shut India down. A crowd of 15,000 had gathered for a public meeting to listen to speakers talk about nonviolent non-cooperation. General Dyer commanded his mostly Indian regulars to fire on the helpless citizens, which resulted in 379 killed and 1,137 injuredmen, women and children. This is a very dramatic moment in the film.

Under investigation for the incident, we see the General unmoved and bewildered by all the attention. After all, wasn�t he attempting to enforce his order banning public meetings? Remarkably, although Dyer�s actions were officially condemned, he was not dismissed from the army but merely relieved of his command. Upon his return to England, the House of Lords �passed a vote of thanks, acknowledging his �patriotism� and a national newspaper was responsible for raising some 20,000 pounds which was handed over to him together with a silver sword with a laudatory inscription.� (Attenborough, page 94). Gandhi and the Indian Congress were defiantly outraged. Britain must leave! As of September, 1920, Congress took up Gandhi�s policy of �peaceful, nonviolent non-cooperation.� This would continue on and off for twenty-seven more years, until India�s independence was finally granted. Other notable incidents from the film include the following: The Tragedy of Chauri Chaura. A peaceful protest in support of Gandhi�s Home Rule campaign turned into an attack on a local police station.

Twenty-two local policeman were hacked to death by a mob who set the police station on fire and then murdered them as they emerged. Gandhi, in order to enforce the end of non-cooperation with the British, told the people he would go on a fast unto death if necessary; he would fast until the people stopped protesting. He achieved his goal but almost died in the process. ____ The Great Trial. Following Gandhi�s fast, the British brought charges of sedition against him. Judge Broomfield, who presided over the trial, was very respectful of Gandhi, and, contrary to all legal precedent, the judge rose as the prisoner, Gandhi, was led in to testify. He was sentenced to a term of six years. At the close of the trial Gandhi quipped to the judge (and this is quoted in the film): �If at some later date His Majesty�s Government should see fit to reduce the term, no one would be better pleased than I.� The Salt March. In April of 1930 Gandhi, along with eighty or so of his ashramites, marched 240 miles to the Indian Ocean at Dandi beach where he was met by thousands of supporters.

In defiance of the British law forbidding Indians to manufacture or sell salt, Gandhi, now called Mahatma (�Great Soul�), urged the people to ignore the law and make their own salt from crystallized sea water. The idea caught on to the extent that the British were totally ineffective to stop the illegal activity. The jails were filled, but the people continued to make and sell salt. The Conference on Indian Independence. As an admission of England�s helplessness to oppose Gandhi�s popularity, they invited Gandhi to England to participate in the 1931 Conference on India as the Indian Congress representative. Gandhi was welcomed in England as a celebrity, but he returned home frustrated, having made virtually no progress toward his ultimate goal of freedom from Great Britain. The �Quit India� Movement. Gandhi and his wife Kasturba were arrested in 1942, following the issuing of the resolution for England to leave India signed by all the Congress leaders. Kasturba died two years later while still incarcerated in the Aga Khan palace at Pune. The end of World War II and the Partition of India.

In 1945, Congress leaders were released from jail and negotiations began for India to be carved up into a Hindu-controlled India and a Muslim-dominated Pakistan. This was deeply hurtful to Gandhi, who had long campaigned for Hindu-Muslim unity within India. India�s Independence. August, 1947. Gandhi underwent two more fasts which helped to quell the inter-religious cycle of vengeance and bloodletting between Hindus and Muslims precipitated by the partition of India and Pakistan. Gandhi persuaded the Indian government to grant financial help to Indian Muslims who fled to the new state of Pakistan, a policy which proved very unpopular with Hindu extremists. Gandhi�s Assassination. January 30, 1948. The assassin was a Hindu fanatic named Godse who believed that the Mahatma was a betrayer of Hindu principles. Gandhi�s body was cremated and his ashes scattered on the waters on the Ganges River where it meets the Jumna River. Albert Einstein said of Gandhi at the time of his death, �It may be in years to come men will scarce believe that one such as this ever in flesh and blood walked upon this earth.� Objectives: 1.

To introduce students to Jules Prown�s unique methods of Object Analysis; 2. To encourage students to observe details in an object they would normally tend to overlook; 3. To encourage students to use and improve their speaking and writing skills; 4. To introduce them to an object that in many ways is a metaphor for another time and discuss the object in those terms. Procedures: 1. Warmup Activity. Introduce the lesson by telling them they are going to observe a �Silent Object.� After looking at the object (a wooden model of a spinning wheel) for a short time, the teacher tells the students to imagine that this object can tell us about itself. Students will write down three interview questions of the object. Then, the teacher proceeds to ask several students to share one of their questions with the rest of the class. The teacher then writes these questions on the chalkboard. Students should come up with the basic �What (is it for)? Where (does it come from)? When (was it made)? How (does it work)? and even Who (would use it)? 2. Observation and Description of the Object. The teacher then passes a picture- diagram of the object which includes dimensions of all the parts.

(see Appendix Section) The diagrams will help shorten the time spent in having to measure the parts. The teacher then asks students to describe the object in a certain manner and follow a suggested order. Normally Observation follows a pattern of larger to smaller elements. Geometric lines. Students should be able to identify the horizontal, vertical and diagonal lines that help to define the object. (vertical posts, horizontal cylinder, diagonal from top of taller post to top of smaller post, etc.) Also, they should see lines that are parallel to one another (the larger and smaller base boards) Shapes (two-dimensional). This would include circles, triangles, rectangles, and squares; and (three-dimensional) cylinders, spheres, rectangular solids and pyramids. Numbers. This would include any parts of the object that are repeated in two�s (there are many paired items), three�s (the pair of carved sticks that turn on the horizontal bar), and multiples of twos and threes. Fixed and Moveable parts. It is important that students become aware that there are two horizontal axles which allow for movement of pieces at both ends of the object. 3. Deduction: What can students �deduce� from what we have observed about the object?

The teacher needs to be clear in his or her mind of the difference between this stage and the final �Speculation� stage of the exercise (see above Narrative). Typical deductions have to do with the materials used (mostly wood, also leather and string) and how they are put together for use. How much time and care was needed to build, assemble and decorate the object? How are the various parts kept in place? Why do some parts seem to be newer (leather pieces) than others? Why are holes cut in different parts of the object? How are the pieces kept in place? If parts of this object move, in which direction, and how fast? How are the smaller and the larger extremities joined? Would this object survive use by a child or is it a machine for use by trained adults? 4. Speculation. This is where the students� imaginations take over. Postulated on various hypotheses developed during the Deduction phase of the discussion, students should be able to imagine how an ancient craftsman or medical healer or priest might have put such a �machine� to use. Were the people who used these objects from the desert? from farming areas? from cities? from small villages?

What about the many geometric designs carved into the base: what does their repetitiveness and symmetry suggest? What could the symbols represent? Imagine using this machine to continue some tradition of value to an African or Asian or European civilization. ____After students have discussed several of their ideas, they are told it is time to write. Their assignment: Write an original story about a person from a faraway culture who owns one of the objects we have described, and how he or she uses for either good or evil. Conclusion. The object in discussion is a spinning wheel which originated in India. Its design dates back several centuries, although the one in the picture is most likely one hundred to one hundred and fifty years old. The design is identical to that of the earliest spinning wheels known to mankind. The two shorter posts hold a cylinder which acted as a spindle, hence the need for the small grooves. The spinning �wheel� is rimless. Instead of a rim, as on traditional wheels, string is laced across the six sticks and the fiber is then spun across the string. The drive band rests on the lacing and passes to the multi-grooved spindle.

The hole in the handle is for the spinner to either insert a finger or a handle to turn the wheel. The spinning wheel that Gandhi first used was similar in design to this wheel. LESSON PLAN TWO: Use of the Motion Picture, �Gandhi� (Minimum of three class periods, using selections from the three-hour film) Objectives: 1. To acquaint students with the life and philosophy of Mohandas Gandhi; 2. To raise certain ethical and philosophical questions that pertain to treatment of poor people throughout history and conditions that still exist today; 3. To evaluate the practicality of Gandhi�s peaceful non-cooperation methods to other times and places in history and in the world today. 4. To appreciate the impact that one person can make in a lifetime of struggle. Procedures: First Day 1. Begin the film (see Narrative section above) with no introduction to the students except to tell them to observe the events carefully, because they are going to have to write an accurate account of the incidents they are about to see. Show them the assassination and funeral scene only, preferably with no title credits, then stop the video, ask them for their reactions and questions, and then replay the film segment. Then have them write what they saw.

Discuss their paragraphs for accuracy. 2. Hand out �Film Questions�Gandhi� (see APPENDIX) and begin watching the film, stopping to discuss the questions when it seems appropriate. The first film segment deals with Gandhi�s twenty-year stay in South Africa. Terms you may have to help students define: apartheid laws Hindu-Muslim question Indian Independence Act 2. Assignments during the film can include outside readings on Gandhi or situations that arise from the film relating to �turning the other cheek,� how it would feel being beaten or jailed after you had been arrested for protesting an unfair law, how easy or difficult it would have been to be a follower of Gandhi�s, or what would life be like on an ashram. ________________________ LESSON PLAN THREE: Gandhi�s Life and Ideas, an Assessment (One Class Period) Objectives: 1. To review some of the significant ideas and concepts that have arisen from watching the film, �Gandhi�; 2. To put the events of Gandhi�s life in a chronological order; 3. To get students discussing and working in small groups. Procedures: 1.

Warmup Activity: Students are given a series of jumbled terms (see above lessons) to unscramble as a way of reviewing key concepts from the film, �Gandhi.� For Example: �RASHMA� (ashram), �BOSSKAPO� (passbook), �TOTYBOC� (boycott), etc. 2. Small Group Activity. Arrange students into groups of four or five and hand them a list of quotations Gandhi made in the film: �Poverty is the worst form of violence.� �An eye for an eye results in the whole world going blind.� �Satisfaction comes from hard work and pride in what you do.� �Happiness does not come from possessions but from spiritual peace.� �We must free women and Untouchables from second-class citizenship.� �Do not accept injustice in any form. Make the injustice visible. Be prepared to die for it.� Instruct students to read the quotations and discuss them. Do they agree or disagree with the quote? Explain. Give an example from the film that illustrates the quote. Can they think of other sayings or actions by Gandhi that were worth remembering? List them. Pick one or two and discuss with the rest of the class. 3.

Assignment. Complete a Timeline. Using notes and your textbook, fill in the following list of dates* (student worksheet should have blanks not the dates already filled in) and then create a timeline on a separate sheet of paper. ____ (1945) World War II ends Note: Teacher can plan to use this timeline to have students compare events in other parts of the world which occurred in the early twentieth century. For example: Where does an event like Pearl Harbor fit on the timeline? Or the Great Depression? The Harlem Renaissance? The inventions of the telephone, electric light bulb and the automobile? The flights of the Wright brothers, Charles Lindburgh and Amelia Earnhart? These events may help give the timeline exercise some perspective. LESSON PLAN FOUR: What is truth (force)? (One Class Period) Objectives: 1. To have students grapple with the concepts of objective (absolute) and subjective (relative) truth; 2. To discover why �the truth� can often be elusive; 3. To engage in an activity that will enhance their cognitive, listening and writing skills. Procedures: 1. Warmup Activity.

The teacher introduces the lesson by calling students� attention to several quotes about truth she has written on the chalkboard: 1.�Truth is stranger than fiction.� 2.�The truth shall set you free.� 3.�Say not, �I have found the truth,� but rather, �I have found a truth.�� The teacher asks what all these quotations have in common. (They all have to do with truth). In court witnesses are told to tell the �truth, the whole truth, and nothing but the truth. . . .�) Why? (Juries and judges need to know what happened in order to make a just decision) Is it reasonable to expect that witnesses will always agree on �what happened?� (Not necessarily) Why? (Memories fade, inattention to detail, some people have better powers of observation than others). The final question to students is about the nature of people. �If the truth seems so important, why do people often cover up or deny the truth?� (Answers will range from: to save embarrassment, to avoid blame or punishment, and to enhance ourselves by exaggerating or changing the truth.) So the truth may be hard to get at, given our human tendencies to cover up or deny or exaggerate.

2. Transitional Activity. The teacher tells the students that one of Mohandas (Mahatma) Gandhi�s beliefs was in satyagraha, or �truth force.� What we are going to try to discover (or review) is: (1) what did he mean by �truth force?� and (2) what was necessary for this force to be effective in changing the lives of millions of impoverished Indians in India? 3. Main Lesson. The teacher asks the students, �How good are you at determining what the truth really is?� Today you will have a chance to play detective. You are going to participate in a simulation where you will have to expose the impostors and identify the person instructed to answer all questions truthfully.� (In preparation for this lesson, the teacher has pre-selected three students to impersonate Gandhi by answering a series of questions posed by the teacher in front of the other students). Only one will answer all the questions correctly. The other two will exaggerate or embellish or give wrong answers in an attempt to mislead the students in the class.) The teacher introduces the activity by saying this is a panel of three persons all whom claim to be Mohandas K. Gandhi.

Your job is to reveal who the �real� Gandhi is. Remember, the �real Gandhi� will answers all questions truthfully; the impostors will answer some questions correctly, but others will be false answers. Who is the �real� Gandhi? Each �Gandhi� enters the room (preferably with towel turbans on their heads) and is asked the first question: �Who are you?� Each in turn answers, �Mohandas K. Gandhi.� With that the questions begin; the students in the class taking notes; the Role Players referring to their Fact Sheets which they have been given the day before. The activity continues for about 15 to 20 minutes. The teacher should leave 10 to 15 minutes at the end of the class period in order to allow students to vote, and tell why they voted as they did. Finally the �real� Gandhi stands up, to the surprise of some students, if the activity works correctly. The teacher asks the class why some of them had difficulty deciding which person to vote for. At the end of the class period the teacher hands each student a Fact Sheet summarizing important events in Gandhi�s life.

What did the Role Players say that did not agree with this Fact Sheet? If you had this Fact Sheet, would it have been easier to spot the Phonies? (Of course) So what have we learned about truth today? (You can�t always believe everything people tell you; you need facts to determine what is really true, etc.) The follow up assignment is that students try to answer two questions: 1. What do you think Gandhi meant by �truth force�? 2. How can truth be transformed into a force that could change people�s lives for the better? You can apply this second question to Gandhi�s India or the present day. ____ AUTHOR�S NOTE: This activity is designed as a review activity, but it can be modified and used at any time during the unit. ADDENDUM: SAMPLE QUESTIONS TO BE ASKED DURING THE SIMULATION, �TO TELL THE TRUTH.� (20 questions) 1. When and where were you born? 2. Are you still alive? 3. How did you die? 4. What was your occupation? 5. What countries did you live in? 6. What religion were you? 7. Did you ever read the Bible?

What parts of the Bible did you like or dislike? 8. How did you and your wife meet? 9. Why did you go to South Africa in 1893? 10. Describe an �Ashram� for us. 11. Were you ever arrested and spend time in jail? (for what reasons?) 12. Did you ever accept help from white people in your movement? (why or why not?) 13. Did you and your wife ever disagree about anything? 14. Why did you decide to go back to India in 1914? 15. Why did you decide to teach people to use the hand spinning wheel? 16. Did you ever try to change the Hindu Caste System? (why?) 17. Why did you organize a �Salt March?� 18. Why did you go on a fast on different occasions? 19. Were you in favor or against the division of India into a part Hindu and a separate Muslim state? (why) 20. Why do you think your killer assassinated you? What are your feelings towards him?

APPENDIX A: Gandhi Film Questions, Part One (To be used with Lesson Plan 2 above) ____ In the introduction to the film, Gandhi says to his people, �We will not strike a blow, but we will receive them.� This was an important part of his philosophy. His people were oppressed by a foreign colonial government, England. He proposed a practical program of nonviolent resistance. He claimed victory was a certainty. �One hundred thousand Englishmen simply cannot control 350 million Indians if they do not want to cooperate.� The film opens in January, 1948, in India at the end of World War II. After Gandhi�s funeral, the film flashes back to 1893, as the young lawyer Gandhi enters South Africa by train. 1. What happens to Gandhi to introduce him to racial separation (�apartheid�) in South Africa? 2. What were Gandhi and his Indian followers protesting at the rally? 3. Why is one man arrested and Gandhi beaten? 4. What is Gandhi (along with his friend Charlie) trying to prove by �turning the other cheek� to the street bullies? Does it work? Explain. 5.

We observe Gandhi at his �ashram� village with an American news reporter. What does Gandhi tell the reporter he hopes to accomplish there? 6. Gandhi and his wife, Kasturba, argue. Why does he lose his temper with her? 7. How do they resolve their disagreement? 8. New laws are passed in South Africa which further discriminate against Indian immigrants. What actions does Gandhi propose in order to change these unfair laws? How does Gandhi win their support? 9. What happens at the mines to prevent many of the marchers from being injured or killed? 10. We see many of the Indian people in jail along with Gandhi. What purpose does going to jail accomplish in the fight against the British? 11. Gandhi, still in his jail uniform, is offered a compromise agreement by South Africa�s Governor Jan Smuts. What do Gandhi and his people gain from these new laws? 12. How does Gandhi manage to keep the upper hand as he concludes his business with the Governor? Gandhi Film Questions, Part Two Gandhi, after he is released from prison in South Africa, wins a victory for his people.

The laws that required fingerprinting and unlimited searches have been cancelled, as long as Gandhi agrees to stop further protests. ____ Gandhi returns to India. He is greeted as a hero. The colonial British government there is opposed to Indian �home rule,� which would allow Indian citizens to have a voice in running their own country. Gandhi realizes that many of his people live in poverty because of British laws that exploit the people in favor of British business interests. 1. What is Gandhi�s plan to help win rights for the Indian tenant farmers? 2. How does he gain a release from prison after refusing to pay bail? 3. What plan of Gandhi�s do the other Indian political leaders agree to put into effect? 4. Does the plan work? Explain the British reaction. 5. Describe what happens at Amritsar after the people gathered to listen to speeches. 6. What does General Dyer say in defense of his actions at Amritsar? 7. What is Gandhi�s response to the massacre of innocent civilians? What does Gandhi propose to do about this tragedy? *8. Gandhi makes a radio speech heard by millions.

He makes 3 main points: (1) Promote Hindu-Muslim unity; (2) Get rid of personal anger; (3) Defy the British. Explain why each of these points was important to Gandhi�s goals. Gandhi Film Questions, Part Three Gandhi has had several legal and political victories in India. The British realize that they are helpless to stop his popularity. People in other parts of the world are reading about Gandhi and the people�s struggle. The Amritsar tragedy in which over 1,100 Indians were either killed or wounded, added to England�s ugly image in the world�s opinion polls. Gandhi wants to call the people�s attention to their overall goal: Indian independence with dignity. He proposes different ways to hurt British interests. 1. Why does he propose that the people burn articles of clothing? How will this hurt the British economy? 2. What does he ask the people to do to prove they can survive without British products? 3. What sacrifices does he ask the people to make in the cause of freedom? 4. Why do the marchers riot in front of the police station at Chauri? What happens? 5. What is Gandhi prepared to do to end the violence? What is the result?

6. Gandhi makes a 200-mile �Salt March� with many of his supporters to symbolize India�s defiance of British laws. What do his supporters do in large numbers? 7. Why do the British decide to arrest Gandhi and his supporters? Why is this event called a �turning point� in the people�s struggle for independence? 8. While in prison in the Aga Khan�s palace, Gandhi�s wife, Kasturba dies. How does Gandhi handle this? 9. Gandhi is invited to go to England to represent India for discussions about independence. Why is Gandhi disappointed at the results? 10. What does Gandhi do to try to stop the Hindu-Muslim violence? What advice does he give to people who have been hurt by the violence? *11. The day of India�s independence finally comes. Why is Gandhi troubled and sad? Gandhi was a great leader but seems to have made little progress in some areas. After he is killed, what issues are left for the new democratic government to deal with? How successful has the government of India been? APPENDIX B Object Analysis(To be used with Lesson Plan 1) Lesson: The Silent Object

Question: Who played 'Gandhi' in the film of the same name?
Answer: Ben Kingsley